Investigation of the Viewpoint of Elementary Students about Personal Epistemology: A Qualitative Study
Subject Areas : PsychologyZahra Tanha 1 * , Parvin Kadivar 2 , Mohammad Hosein Abdollahi 3 , Jaefar Hasani 4
1 -
2 -
3 -
4 -
Keywords: personal epistemology, focus group, culture,
Abstract :
Recent study in of students’ beliefs about nature of knowledge and knowing as one of the effective constructs in learning have been considered. The present study with the aim of identity constituent elements of personal epistemology with an emphasis on qualitative methods that focus groups was performed. Hence, sample of 72 children aged 7-12 years with purposeful sampling strates were selected from schools in Tehran and were interviewed in groups of 6 persons. Results indicated that personal epistemology consisted of simple knowledge, certain knowledge, source of knowledge and justification of knowing. Hence, cultural factors with Islamic approach governing on the structure of schools has affected student’s views and exploratory factor structure of western culture was different.
اسعدی، سمانه، امیری، شعله و مولوی، حسین. (1393). تحول خردمندی از دوره نوجوانی تا سالمندی. مجله روانشناسی، 19(1)، 53-37.
خالقی نژاد، سید علی؛ بشارت، محمد علی و زمانپور، عنایت اله. (1390). ساختار عاملی مقیاس باورهای معرفت شناختی شومر. اندازه گیری تربیتی، 5(2)، 26-1.
رضایی، اکبر. (1389). پایایی و ساختار عاملی پرسشنامه باورهای معرفت شناختی. اندازه گیری تربیتی، 1(1)، 70-56.
کدیور، پروین؛ تنها، زهرا و عربزاده، مهدی. (1389). بررسی ساختار عاملی و اعتباریابی مقیاس باورهای معرفت شناختی ریاضی. اندازه گیری تربیتی، 4(1). 87-73.
کدیور، پروین؛ تنها، زهرا و فرزاد، ولی اله. (1390). رابطه باورهای معرفتشناختی، رویکردهای یادگیری و تفکر تأملی با پیشرفت تحصیلی. مجله روانشناسی، 16(3)، 265-251.
Bendixen, L. D. & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80.
Burr, J. E. & Hofer, B. E. (2002). Personal epistemology and theory of mind: Deciphering young children’s beliefs about knowledge and knowing. New Ideas in Psychology, 20, 199-224.
Chan, K., & Elliott, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of beliefs structure studies. Educational Psychology, 24, 123–142.
Chandler, M. J., Hallett, D., & Sokol, B. W. (2002). Competing claims about competing knowledge claims. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 145–168). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
Dewey, J. (1933). How we think. Boston New York Chicago.
Fagnant, A., & Crahay, M. (2011). Theories of mind and personal epistemology: Their interrelation and connection with the concept of metacognition. European Journal of Psychology of Education. 26(2):257-271.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology.Contemporary Educational Psychology, 25, 378–405.
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching.Journal of Educational Psychology Review, 13(4), 353-383.
Kampa, N., Neumann, I., Hetmann., & Kremer, K. (2016). Epistemological beliefs in science a person centered approach to investigate high school students’ profiles. Contemporary Educational Psychology, 46, 81–93.
Kitchener, R. F. (2002). Folk epistemology: An introduction. New Ideas in Psychology, 20, 89-105.
Kuhn, D. (1989). Children and adults as intuitive scientists. Psychological Review, 96, 674-689.
Kuhn, D. (1991). The skills of argument. Cambridge University Press, Cambridge.
Kuhn, D. (2000a). Metacognitive development. Curr. Direc. Psychol. Sci. 9, 178–181.
Kuhn, D. (2000b). Theory of mind, metacognition, and reasoning: A life-span perspective. In Mitchell, P., & Riggs, K. J. (eds.), Children’s reasoning and the mind, Psychology Press, Hove, pp. 301–326.
Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328.
Kuhn, D., & Weinstock, M. (2002).What is epistemological thinking and why does it matter? In Hofer, B. K., & Pintrich, P. R. (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, Erlbaum, Mahwah, NJ.
Lin, T., Deng, F., Chai, C. S., & Tsai, C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37-47.
Liu, P. (2010). Are beliefs believable? An investigation of college students’ epistemological beliefs and behavior in mathematics. Journal of Mathematical Behavior, 29, 86–98
Mason, L., Boldrin, A., & Vanzetta, A. (2006): Epistemological beliefs and achievement goals in conceptual change learning, 5 th meeting of the EARLI SIG “Conceptual change”, Stockholm, Sweden.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded source-book. Thousand Oaks, CA: Sage.
Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review. 18, 3–54.
Patton, M. Q. (1990). Qualitative evaluative and research methods. Newbury Park, CA: Sage.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
Perry, J., Bratman, M., & Fischer, J. P. (2015). Introduction to philosophy: Classical and contemporary readings. Oxford University Press
Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessnessin secondary school students’ learning science concepts from text. Journal ofEducational Psychology, 87(2), 282–292.
Rhodes, M., & Brandone, A. (2014). Three-year-olds’ theories of mind inactions and words. Original Research Article Published, 5 1-8.
Richardson, J. T. E. (2013). Epistemological development in higher education. EducationalResearch Review, 9, 191-206
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension.Journal of Educational Psychology, 82(3). 498-504.
Schommer, M. (1994). Synthesizing epistemological belief research: Tentative under-standings and provocative confusions. Educational Psychology Review, 6, 293-319.
Schommer - Aikins, M. (2004). Explaining the epistemological beliefs system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19-29.
Wildenger, L. K., Hofer, B. K. & Burr, J. E. (2010). Epistemological development in very young knowers, In Bendixen, L. D., Feucht, F. (Eds.), Personal epistemology in the classroom, Erlbaum, Mahwah, NJ.
Youn, I. (2000). The cultural specificty of epistemological beliefs about learning. Asian Journal of Social Psychology, 3, 87–105.